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ERIC Number: EJ1164646
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: EISSN-2325-7466
Parents Are the Experts: Understanding Parent Knowledge and the Strategies They Use to Foster Collaboration with Special Education Teams
Kervick, Colby
Journal of the American Academy of Special Education Professionals, p62-82 Spr-Sum 2017
The Education for All Handicapped Children Act (1975), PL-94142, mandated parent participation as a required component of the provision of special education services to children with disabilities. It is widely recognized that a collaborative teaming approach is the most effective strategy to foster parent participation (Friend & Cook, 2010; A. Turnbull, Turnbull, Erwin, Soodak, & Shogren, 2011; R. Turnbull, Turnbull, & Wehmeyer, 2010). This article explores selected findings from a qualitative research study that investigated the perspective of parents of children with disabilities in order to understand: 1) how they acquired and shared knowledge about their child's disability, 2) how they navigated and negotiated special education processes and 3) how they fostered collaboration with professionals. By exploring the issue of collaborative teaming through the lens of parents, the study offers insight about the expertise of parents, the dynamics of collaborative teaming and the multi-faceted nature of the "parental role."
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act
Grant or Contract Numbers: N/A